Open Education

Open Up: OER for Higher Ed Teaching, Learning, and Support Services

In my previous blog post on Creative Commons, I shared a bit about copyright and the rights users can apply when sharing/licensing their work. This is often a common practice for those who create “works” (e.g. media, photos, designs, writing, songs, etc.); however, more educators need to consider how they actually share in open ways. Opening up your practice in higher ed is not a new concept – but sadly, open licensing is not a commonly used practice among my peers who teach, publish, and support learners. I think we could do better go get even postsecondary educators (graduate students, staff, faculty, and administrators) to join this open movement by educating and informing them about open licensing and OER practices.

Let’s first get on the same page by review the UNESCO’s (May 2019) definition of Open Educational Resources (OER):

“Teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, reuse, repurpose, adaptation, and redistribution by others.”

Openness in higher education is often used by librarians, instructors, and a handful of other professionals around campus. Storing, archiving, and sharing artifacts from our work in academia is often left to those publishing, authors, and academic librarians. I think we could do better as individual professionals, at our institutions, and even within our professional organizations/associations. For example, when is the last time a conference or workshop suggested you share your presentation, paper, etc. with a given license on it for it to be reused, remixed, or adapted?

For those of you who are interested and want to get acquainted with the land of the OER, have I got a resource for you! There is an excellent OPEN toolkit on the topic of open licensing recently released by the National Forum Teaching & Learning (NF T&L) in Ireland,

This past week, NF T&L also offered an Introduction to Open Educational Resources (OER) and Open Licensing to accompany this open publication. [Thanks for hosting and sharing about this, @catherinecronin]:

The National Forum Open Licensing Toolkit outlines the National Forum’s commitment to open licensing, which enables the creation and sharing of open educational resources. The toolkit provides a detailed description of Creative Commons (CC) licenses, the global standard for open licensing, as well as a 4-step guide to choosing, creating and adding CC licenses to resources in order to make them OER, i.e. able to be shared, reused and adapted in different institutional, disciplinary and program contexts.

Reference:

National Forum for the Enhancement of Teaching and Learning in Higher Education. (2019, May 15). The National Forum Open Licensing Toolkit in teachingandlearning.ie Retrieved from https://www.teachingandlearning.ie/publication/the-national-forum-open-licensing-toolkit/.

This webinar and toolkit offers some great ways to start thinking about and applying OER into your daily work in higher ed. I have been a big fan of The 5 R’s for OER (from The Power of Open Educational Resources by @opencontent) for a while as I always appreciate an open educational remix. The 5 R’s offer ways to have control of rights, accessing others work, and updating works for your own projects and work (if permitted, and licensed):

  1. Retain: make and own a copy
  2. Reuse: use in a wide range of ways
  3. Revise: adapt, modify, and improve
  4. Remix: combine two or more
  5. Redistribute: share with others

Professionals using OER are not just limited to higher education (e.g. libraries, faculty, students, researchers or administrators), but a number of businesses, NGOs, publishers, museums, government, galleries, and more are finding open licensing helpful in their occupational domains. Beyond the CC Search (https://search.creativecommons.org/), there are OER repositories that house openly licensed materials, images, media, files, lessons, books, etc. Here is a short list (not exclusive) of OER repositories mentioned in the NF T&L webinar and a few others I like to use for teaching, learning, and projects:

As you search, find, and perhaps use one of the 5 R’s, you can then choose to share your work by selecting the appropriate open license. This continues the cycle of openness as you disseminate your practices and scholarship openly for others to access. If you search and find an OER object for your teaching, learning, and/or services on campus, you will want to include TASL with the open license for attribution:

  • Title: name of item, object, media, or work
  • Author: who created said “thing”
  • Source: this is the URL or website where it was found or retrieved from
  • License: include the CC BY open license label

In the @CreativeCommons regularily updated Frequently Asked Questions (FAQs) list, there is a wealth of information and resources, regarding the legal and use copyright laws. These are the typical questions you might have and seek answer for to understand more about CC BY licenses. Two shared in the webinar, were the following questions (with linked/URL responses):

Can I combine material under different Creative Commons licenses in my work?

Answered in the URL connected to the question, but I thought I’d share this visual. This chart offers a helpful crosswalk of how you can use CC BY work, and how you can remix and license your work after using a particular CC BY object. This is very useful for when you might want to remix or reuse OER content for teaching, learning, and support services AND redistribute this updated version of your work:

If I create a collection that includes a work offered under a CC license, which license(s) may I choose for the collection?

This chart identifies what licensing can and cannot be use commercially if utilizing any Creative Commons licensed materials. Beyond attribution and use, it is important to note the legal* rights and protections of works with CC BY licenses.

Thanks for a helpful 101 for open licensing and OER resources NF T&L: http://bit.ly/NF-OER — I look forward to following along with your educational offerings and I will definitely share these with my colleagues to expand openness in postsecondary education.

*I am not a lawyer, nor should you consider this specific legal advice when it comes to copyright. Just overarching advise and direction of where to get started. Get a copyright lawyer and/or campus attorney to inquire more about intellectual property and copyright. Thanks!
Library, Library Science, Open Education

To Share Your Work, You Gotta Put a @CreativeCommons License On It!

Per my last post, I’m fully immersed in the land of the digital libraries this summer and I will be pulling together a digital library (DL) of my own based on a research project I am wrapping up this summer: Networked Communities of Practice

We have a few publications coming out soon, a few under review, a couple recently revised/resubmitted, and a couple more in development. In addition to the traditional scholarly outlets (e.g. journal articles or conference proceedings), we’re also working on sharing more about the two-year investigation into the lived, digital/social experiences of higher education professionals (e.g. graduate students, staff, and faculty) in other ways. .

One project this summer from this study, is to broaden the impact of our work to disseminate the research findings, practical implications, data sets, and networked practices/communities through non-academic, digital avenues. We hope to offer ways to find and use the data archives (e.g. open data sets, communities, etc.) and provide professional development resources for others to connect to these learning networks.

During our search, discovery, and conversations with participants, we have discovered a number of professional learning networks, online communities of practice, and a wealth of training resources to share with postsecondary educators in a digital collection. Specific digital objects and born digital items can be organized and itemized for others to gain access and utilize. Materials within this digital library (DL) are only able to include public domain, fair use, and open educational resources (OER), that is, Creative Common licensed objects. I am in the midst of reaching out and educating a few communities for how they can digitize and effectively share (based on copyright permissions) how to best share their work or groups archives via this DL project.Here are a few proposed digital objects I hope to include in my collection:

That being said. Just because you upload, post, and share about your networked learning, practice, or community — does NOT make it an eligible digital object for inclusion in this digital library project. I hope to support individuals, groups, organizations, and communities who might want to be included in this archived library resource — especially if they do not have any license on their work and may want to be part of this digital collection.

Basically, I have been singing in my head: “If you want me to share your work, community, or professional learning resource — you will have to put a Creative Commons license on it!” Point of information, based on the copyright Beyoncé in this video, I would not be able to include this in my digital library:

To review and offer more information about this process, I thought give a few definitions of what can be included in this digital library collection.

Copyright

The copyright details how to share material while still respecting the rights of the content creators. This itemizes the permission of use and designates rights for protected materials. Copyright law applies to all works, including print, media, and electronic formats. For example, books, magazines, online articles, songs, screenplays, choreography, art, software, work, software, podcasts, and photos are all protected under copyright law. Those items that are not covered under copyright include ideas, facts, some data, and government items. When in doubt, get permission or determine if it is required or not. Don’t believe the big copyright myths, especially when it comes to digital collections and objects. Here are a few helpful copyright guides/resources from UNT:

Public Domain

The public domain refers to creative materials or works that are not protected by intellectual property laws, including copyright, trademark, or patent laws. These materials are owned by the public, not an individual author, artist, or creator.  Public domain materials and work may be used without obtaining any permission; however, no one is permitted to claim ownership for it. More information about the Public Domain, “Collective Works,” and when copyright expires can be found at the Copyright & Fair Use Website via Stanford Universityand Teaching Copyright via the EFF.

Fair Use

As defined by the US Copyright Office (2019), “Fair Use is a legal doctrine that promotes freedom of expression by permitting the unlicensed use of copyright-protected works in certain circumstances. Section 107 of the Copyright Act provides the statutory framework for determining whether something is a fair use and identifies certain types of uses—such as criticism, comment, news reporting, teaching, scholarship, and research—as examples of activities that may qualify as fair use.” When considering if objects or materials are under fair use, you should examine the four requirements:

  1. The purpose is for nonprofit, noncommercial educational use (typical cases).
  2. The nature of the copyrighted work is consistent with the proposed use.
  3. The amount and substantial of the original work involved some small uses can be considered an infringement, that is, a small portion involves the core idea in the copyrighted work.
  4. The effect of using the copyrighted work is not likely to deprive the copyright holder of sales or market interest.

Creative Commons

Creative Commons offers copyright licenses and tools to allow for content to be shared beyond the traditional “all rights reserved” setting and decide on the best form of attribution for their work. The goal is to refine how copyright works and allows content creators to choose if they want to retain copyright while letting others copy, distribute, and make use of part of their work. You can decide what the copyright is and how others may use your photo, music, or works. In a video, Grigas (2017) describes how Creative Commons licenses provide:

everyone from individual creators to large companies and institutions a simple, standardized way to grant copyright permissions to their creative work. The combination of our tools and our users is a vast and growing digital commons, a pool of content that can be copied, distributed, edited, remixed, and built upon, all within the boundaries of copyright law.

To enhance your learning, training, and/or presentation materials, you may want to find creative commons and public domain images, videosmusic, or media. Certain websites, such as Flickr Creative Commons, even offer users content with specific attribution for use. There is even a Creative Commons Search to aggregate even more content to share, use and remix, including media, images, video, audio, music, photography, and web resources. Besides Flickr, there are a number of other helpful sites to locate Public Domain or Creative Commons images. Additionally, there are ways to attribute and provide CC by licenses via other online accounts including YouTube, Bandcamp, SoundCloud, Vimeo, Archive.org, and your blog or website. Here are some resources from about copyright and Creative Commons to support your putting a #CC license on  your work:

Image by @laurapasquiniImage c/o laurapasquini on Flickr CC-BY-NC-SA 2.0

Creative Commons licenses

Creative Commons licenses

There are six main Creative Commons licenses you can use when you choose to publish your work under CC terms. The six CC licenses are based on four conditions. The four conditions and the six licenses are described below.

License Conditions

When using a Creative Commons license, creators choose a set of conditions they wish to apply to their work.

Attribution Attribution (by)

All CC licenses require that others who use your work in any way must give you credit the way you request, but not in a way that suggests you endorse them or their use. If they want to use your work without giving you credit or for endorsement purposes, they must get your permission first.

ShareAlike ShareAlike (sa)

You let others copy, distribute, display, perform, and modify your work, as long as they distribute any modified work on the same terms. If they want to distribute modified works under other terms, they must get your permission first.

NonCommercial NonCommercial (nc)

You let others copy, distribute, display, perform, and (unless you have chosen NoDerivatives) modify and use your work for any purpose other than commercially unless they get your permission first.

NoDerivatives NoDerivatives (nd)

You let others copy, distribute, display and perform only original copies of your work. If they want to modify your work, they must get your permission first.

License Types

Creative Commons offers six copyright licenses, based on combinations of the four conditions outlined above.

#HEdigID, Open Education

#HEdigID Chat No. 6: Open Educational Practices with @SuzanKoseoglu #OEP #OER #OpenEd

It’s almost Friday, July 13th, which means it’s time to get ready for the monthly Higher Ed Digital Identity (#HEdigID) Chat! I am excited to expand the #HEdigID conversation to welcome Suzan Koseoglu (@SuzanKoseoglu) as a guest moderator (MOD) for this slow Twitter chat. In preparing for the #hedigid MOD -ing role, Suzan has developed a list of questions and prompts to facilitate this ALL DAY discussion on Open Educational Practices (#OEP) she details further:

There has been growing interest in digital Open Educational Practices (OEPs) in recent years as evidenced in the increasing number of research papers, reports and conference presentations on the topic and in the discourse on open practice in general. Although OEPs are mostly discussed in the context of OERs, mostly in terms of OER creation, adoption and use, it is actually a multidimensional construct which encompasses many different dimensions of open approaches and practices. These may include open scholarship, open learning, open teaching/pedagogy, open systems and architectures, and open source software.

“A focus on open practice is important because it shifts the focus of open educational initiatives and efforts from access to process: the process of learning, teaching, designing.” ~ Suzan Koseoglu

The process of co-construction, active and meaningful engagement. It is also a call to think deeply and critically about openness, a call for a deeper investigation into the relationship between technology and education, and the complex interaction between educational resources, methods of teaching, the institutional culture and available support mechanisms

To prepare for this conversation around open ed practices, here is a bit more information to review before the upcoming #HEdigID Chat:

#HEdigID Chat TOPIC: Open Educational Practices (#OEP)

This SLOW chat can be found on Twitter with the hashtag: #HEdigID and within this OPEN Google doc: http://bit.ly/hedigid6

Here are the QUESTIONS you will see appear on Twitter and in an open Google doc for the FRIDAY (July 13th) #HEdigID ALL-DAY discussion:

  1. Today we are talking about open educational practices (OEP). What questions or issues do you want to discuss related to this topic?
  2. What is open educational practice for you? How would you define it?
  3. Let’s build a thematic timeline of open practice collectively! When did you first engage in an open practice and why? – We’ll share the results soon at #HEdigID after the Twitter chat.
  4. TWITTER POLL:  Higher Education institutions recognize and reward open scholarship (e.g., OA publishing, open teaching, open sharing, networked learning) as a valid form of academic scholarship.  [VOTE: (a) I agree; (b) I don’t agree; or (c) I don’t know]
  5. How do open educational practices (OEPs) impact your digital identity?
  6. TBD based on responses to Q1

Join the discussion on open educational practices by:

  • Tweeting your response with the hashtag: #HEdigID

  • Responding directly IN this Google Doc: http://bit.ly/hedigid6

  • Use these questions to draft your own personal reflection and response (e.g. blog post, video, audio, drawing or offline discussion)

 

UPDATE: July 14, 2018 to include the Twitter chat transcript:

#HEdigID Chat Transcript, No. 6: Open Educational Resources #OEP (July 13, 2018)

#HEdigID, Open Education, OpenAccess, Professional Development

#OEweek: Openness in Higher Ed

Being a networked practitioner and scholar in higher education does require some level of openness. We are seeing colleagues share their work and perhaps even a bit about themselves online. Being an open higher ed professional (e.g. staff, faculty, or graduate student) does take some willingness to share a bit of what you do in the area of teaching, research, and service. Today academics and professionals on campus operate in a world that is more open, with regards to how we are networked and sharing with technology. Connectivity is a vital part of scholarship and practice, teaching/learning in digital environments, and how we work in higher education. Researchers and early career scholars require access to digital databases, online repositories, academic journals, and effective teaching/learning tools. Practitioners and administrators are finding value in open educational resources to scaffold student support services, improve instructional design, and enhance organizational planning. It is through transparency and accountability, that a growing number of scholars and practitioners openly contribute to their discipline, share practices about their functional area, find connections and collaborations with peers, and, most importantly, share public knowledge beyond the university/college.

Open Education Week (#OEweek) is this week, March 5-9, 2018. For more information, events, and resources: https://www.openeducationweek.org/

By participating and sharing in the OPEN, we are all contributing Open Education Resources (OER) and participating in The Open Movement.  Here are just a few (of the many) ways “openness” is impacting higher education:

Join the conversation on Friday, March 9, 2018 for the

Higher Education Digital Identity Chat (#HEdigID) No. 2: Openness in Higher Education

 

Open Education

Getting Started with Copyright, Fair Use, The Public Domain, and Creative Commons

There are no shortages of articles, resources, videos, and ideas found online to support our educational planning.  With the vast amount of ways to create and disseminate learning materials, it is critical to appropriately share, curate, remix, and adapt educational content. In open education, it is important to understand how to attribute and identify copyright, fair use, and intellectual property.

Flickr image c/o Langwitches

In gathering resources for my courses and to encourage appropriate attribution as my students to create, this is a quick overview and definitions of copyright, fair use, the public domain, and the creative commons.

Copyright

The Basics of Copyright 

[Video; 6:19 minutes]This is an introductory video in copyright law, specifically about how to share copyrighted material at work while still respecting the rights of the content creators. Will you require permission before using materials? Do you ask permission before using protected content?

This is an introductory video in copyright law, specifically about how to share copyrighted material at work while still respecting the rights of the content creators. Will you require permission before using materials? Do you ask permission before using protected content?

  • Copyright law applies to all works, including print, media, and electronic mediums
  • Protected: Books, magazines, online articles, songs, screens plays, choreography, art,  software, work, software, podcasts, and photos
  • Not Protected: Ideas, facts & data; government items
  • Know the facts about copyright, not the myths
  • Get permission if required (when in doubt get permission)
  • Just because you found it online, & it is publicly available does not mean it is free to use
  • Not sure? Just ASK! Legal counsel at your workplace or an information professional (in the College of Information) or at the UNT Library for advice.
  • UNT Copyright Resources https://copyright.unt.edu/
  • CLEAR Copyright Guide for Instructors http://clear.unt.edu/copyright
  • Electronic Frontier Foundation: Teaching Copyright Resources 

Flickr image c/o Horia Valarn

Fair Use

Fair Use from copyright.gov:

“Fair Use is a legal doctrine that promotes freedom of expression by permitting the unlicensed use of copyright-protected works in certain circumstances. Section 107 of the Copyright Act provides the statutory framework for determining whether something is a fair use and identifies certain types of uses—such as criticism, comment, news reporting, teaching, scholarship, and research—as examples of activities that may qualify as fair use.”

Specifically, there are four requirements for fair use of materials:

    1. The purpose is for nonprofit, noncommercial educational use (typical cases).
    2. The nature of the copyrighted work is consistent with the proposed use.
    3. The amount and substantial of the original work involved some small uses can be considered an infringement, that is, a small portion involves the core idea in the copyrighted work.
    4. The effect of using the copyrighted work is not likely to deprive the copyright holder of sales or market interest.

Public Domain

The “public domain” relates to creative materials or works that are not protected by intellectual property laws, including copyright, trademark, or patent laws. These materials are owned by the public, not an individual author, artist, or creator.  Public domain materials and work may be used without obtaining any permission; however, no one is permitted to claim ownership for it. More information about the Public Domain, “Collective Works,” and when copyright expires can be found at the Copyright & Fair Use Website via Stanford University and Teaching Copyright via the EFF.

 Creative Commons  

Wanna Work Together? from Creative Commons on VimeoCreative Commons copyright licenses and tools allow for content to be shared beyond the traditional “all rights reserved” setting and decide on the best form of attribution for their work. The goal is to refine how copyright works and allows content creators to CHOOSE if they want to retain copyright while letting others copy, distribute, and make use of part of their work. You can decide what the copyright is and how others may use your photo, music, or works. Creative Commons licenses provide:

everyone from individual creators to large companies and institutions a simple, standardized way to grant copyright permissions to their creative work. The combination of our tools and our users is a vast and growing digital commons, a pool of content that can be copied, distributed, edited, remixed, and built upon, all within the boundaries of copyright law.

To enhance your learning, training, and/or presentation materials, you may want to find creative commons and public domain images, videosmusic, or media. Certain websites, such as Flickr Creative Commons, even offer users content with specific attribution for use. There is even a Creative Commons Search to aggregate even more content to share, use and remix, including media, images, video, audio, music, photography, and web resources. Besides Flickr, there are a number of other helpful sites to locate Public Domain or Creative Commons images. Additionally, there are ways to attribute and provide CC by licenses via other online accounts including YouTube, Bandcamp, SoundCloud, Vimeo, Archive.org, and your blog or website.

Want to learn more about Creative Commons and Open Educational Resources (OERs)? Check out UNT CLEAR‘s Creative Commons Guide and the UBC’s OER Accessibility Toolkit.

networkedscholar, Open Education, Research, Social Media

#CFP Due April 15th: Digital Learning and Social Media Research Funding 2017

Are you an early career scholar or an advanced doctoral student researching networked scholarship, social media in education, open learning, emerging technologies, etc.? Then this might just be the grant funding for you!

Dr. George Veletsianos (Canada Research Chair in Innovative Learning and Technology at Royal Roads University) and Dr. Royce Kimmons (Assistant Professor, Brigham Young University) invites applications from advanced doctoral students (i.e. those who completed their graduate coursework) and post-doctoral associates to conduct research with The Digital Learning and Social Media Research Group. This research funding opportunity aims to scaffold and mentor advanced doctoral researchers and early career scholars to co-plan, execute, and submit for publication a research study.

There are five (5) $2000 CAD grants available for research that focuses on one or more of the following areas: networked scholarship, social media use in education, digital/online learning, open learning, emerging technologies, learning analytics, social network analysis, or educational data mining.

Requirements

  • Advanced doctoral student status (usually in the 3rd or 4th year of their studies) OR postdoctoral status having completed a graduate degree (Ph.D./EdD) within the last 3 years.
  • Enrolment in or having attained a graduate degree (Ph.D./EdD) in education, educational technology, learning technologies, learning sciences, curriculum and instruction, cognitive science, or other related fields.
  • Individuals must be Canadian citizens or permanent residents of Canada or must hold a valid employment visa or work permit issued by the Government of Canada.
  • To be well-suited for this opportunity, individuals must have excellent organizational abilities, analytic skills, and be familiar with methodologies involving the analysis of quantitative or qualitative data.
  • MORE information about this grant application process can be found on George’s blog.

Questions?

Please feel free to reach out to me, or for further inquiries regarding this opportunity please send an email to: CRCILT.Research@RoyalRoads.ca

Open Education, OpenAccess

Open Access Beyond #OAWeek: Reading Round-Up

Last week (October 19-25, 2015) was International Open Access Week (#OAweek) with the overarching goal for accessible scholarship, research, and educational content.

oalogo

Did you know about #OAweek? How did you mark or celebrate being open? In my efforts to play catch up and support open access, open educational resources (OER), open data, and openness for collaboration, here’s a rundown post about the latest happenings around OPENnness.

The Welcome Trust celebrated 10 years of Open Access and to mark #OAweek the Electronic Frontier Foundation (EFF), marked the week of open access by highlighting Collaboration in the Open:

“Open access is the practice of making research available online, for free, ideally under licenses that permit widespread dissemination. This year’s theme for Open Access Week is ‘open for collaboration’ …both in academia and beyond—enables a kind of collaboration that can scale very quickly.

When research is closed, no one can access it unless they (or, more often, the institutions where they work or study) can afford expensive journal subscriptions or online libraries. When research is open, anyone can access it, study it, and use it, regardless of their budget or institutional affiliation.

Open access also opens the door to a type of collaboration that wouldn’t exist otherwise. Authors that publish their research in an open access journal—or deposit it in an open access repository after publication—invite others to use it and transform it in ways that they might not have even imagined. The work can become part of a larger project, expanding the body of public knowledge even more.”

If you have not read Martin Weller‘s book, The Battle for the Open, this might be a good time to download your OPEN COPY to understand the growing issues and obstacles we face in the world of openness and higher education. [Here’s a previous plug and my take on the book.]

Screen Shot 2015-10-27 at 3.48.09 PM

To honor #OAweek (belated) I present you an OPEN round-up of reads I’ve wrangled from this past month (and perhaps beyond) about open access (publishing, learning, resources, data, repositories, etc). I’m sure I’ve missed a few things, so please share other articles, resources, and updates about the open in the comments. Cheers!

Making Open Access work: Clustering analysis of academic discourse suggests OA is still grappling with controversy.

Stephen Pinfield discusses this article: “to provide an overview of one of the most important and controversial areas of scholarly communication: Open Access publishing and dissemination of research outputs. It identifies and discusses recent trends and future challenges for various stakeholders in delivering Open Access (OA) to the scholarly literature.”

Check out the Free online #webinar on The Impact of Open Education @Edtechie via @Ignatia Webs

This free webinar, which is being promoted by the ALT Open Education Special Interest Group, will explore findings of the OER Research Hub, which has been investigating the impact of open educational resources. btw, the OER Research Hub is a source of wonderful, innovative OER-work, really worth exploring!

Opening Up Open Access: Moving beyond business models and towards cooperative, scholar-organized, open networks. via @kfitz

This issue of credit usually gets discussed in the U.S. in terms of the things that “count” for promotion and tenure, but recent developments in Europe and the U.K. make the question of counting all the more literal, as the continued financial support of entire departments can hinge on a quantified assessment of those departments’ productivity, and the nature of “productivity” is all too narrowly defined.

SPARC Launches Open Access Evaluation Tool 

“the launch of the Open Access Spectrum (OAS) Evaluation Tool, which provides a concrete, quantifiable mechanism to independently analyze publications’ policies.

The OAS Evaluation Tool generates an “Openness” score that is straightforward, easy to understand, and free. The program provides critical information to authors, libraries, research funders, government agencies, and other interested parties. It can be used to help determine compliance with funder policies, institutional mandates, and researchers’ individual values. It also offers a unique opportunity for publishers to independently validate their journals’ degree of openness and compliance with funder and campus policies.”

HowOpenIsIt? Guide from PLOS

The “HowOpenIsIt?®” Open Access Spectrum (OAS) guide standardizes Open Access terminology in an easily understandable, comprehensive resource created by PLOS, the Scholarly Publishing and Academic Resources Coalition (SPARC) and the Open Access Scholarly Publishers Association (OASPA). The guide defines core components of Open Access derived from the articulation of basic tenets in the 2002 Budapest Open Access Initiative (BOAI).

Academics have found a way to access insanely expensive research papers—for free 

When content is not accessible and open, the scholars revert to the hashtag #icanhazpdf: “many people are becoming increasingly frustrated with a business model—where work is produced by academics, edited by their peers, and often funded by the taxpayer—is hidden behind a paywall.

Exploring the publishing model of the Open Library of Humanities: A view from Latin America

 Francisco Osorio provides a brief overview of what sets this journal project apart from the rest and how the new funding model offers an economic, social and technological platform for the humanities and social sciences to transition to open access. At the heart of the matter is the forms of communication in humanities and social sciences as distinctive from the natural sciences.

Open access papers ‘more likely to be cited on Twitter’ 

Much to no one’s surprise: “open access journals and articles have a ‘big advantage’ when it comes to being shared on Twitter compared with those behind a paywall.”

What does Academia_edu’s success mean for Open Access? The data-driven world of search engines and social networking.

[Academia.edu is] “the ‘largest social-publishing network for scientists’, and ‘larger than all its competitors put together’ – clearly raises a number of questions for the open access movement. After all, compared to the general sluggishness (and at times overt resistance) with which the call to make research available on an open access basis has been met.”

The Future of figshare (for open data sharing)

figshare has strived to engender a strong sustainability model that would allow us to continue to improve our free offering. With our continued successes, alongside file sizes and research outputs increasing year on year, we’re going to be removing our premium accounts leaving only one tier of account

OECD report on students, computers and learning: making the connection [REPORT]

Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences.

Open Education Resources in Canada via the IRRODL

Canada’s important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and open higher education in general in Canada, providing insights into what is happening nationally and provincially. There are growing examples of OER initiatives from several Canadian institutions offering free courses to Canadians and international learners.

Is it time for Canada to implement a unified open strategy for higher education? asks @clintlalonde

From Clint’s UBC/SFU Open Access week forum talk on this question [I concur with your response, Clint.]: “yes, having a unified national strategy on all things open is likely a good idea for the simple fact that it gets all the various strands of open – open access, open education, open source software, open pedagogy, open data –  in the same room. And any reason to bring people together to talk about their commonalities is a good thing.”

Openly Licensed Educational Resources: Providing Equitable Access to Education for All Learners via the US Federal Government

Open education advances key national priorities, including supporting shared economic prosperity, strengthening civil society, and investing in human development. Over the next year, the U.S. Government will continue efforts to expand and accelerate the use and availability of openly licensed educational materials worldwide. In addition, we will begin to model the transition to openly licensed educational materials at scale in U.S. K-12 schools.  We look forward to engaging with the national and global community to identify opportunities for open licensing to accelerate educational equity for all learners regardless of their financial situations or geographic locations.

Community Call from ALT: Open Education Technology and Practice

ALT is piloting a monthly ‘Community Call’ where we speak to ALT Members about their work. For our first call we speak with Lorna Campbell who is an advocate for open education, technology and practice.

Institute for Open Leadership Applications via Creative Commons – Due October 30, 2015

Earlier this year, Creative Commons and the Open Policy Network hosted the first Institute for Open Leadership (IOL). The IOL is a training and support program to empower new leaders interested in crafting and implementing an open licensing policy within their discipline. We had adiverse cohort of 14 fellows who came together for a week in January, 2015 in San Francisco. The fellows worked with mentors and each other to hone their open policy project ideas. Since then they’ve working within their institutions and fields to implement their open policy plan.

The impact of open textbook adoption on the learning outcomes of higher ed students

In some educational settings, the cost of textbooks approaches or even exceeds the cost of tuition. Given limited resources, it is important to better understand the impacts of free open educational resources (OER) on student outcomes. Utilizing digital resources such as OER can substantially reduce costs for students. The purpose of this study was to analyze whether the adoption of no-cost open digital textbooks significantly predicted students’ completion of courses, class achievement, and enrollment intensity during and after semesters in which OER were used.

A Librarian’s Guide to OER in the Maker Space

Because of their capacity to stimulate creativity, OER are the perfect complement to the maker space movement. The maker movement shares a philosophy with the open source movement by fostering creativity, collaboration, and personalization in schools. The integration of OER into well-planned, well-designed maker spaces brings together physical and virtual interests and activities and expands learning opportunities.   Maker spaces are especially well suited for OER because they demonstrate inquiry-based learning and allow students some autonomy to direct their learning.

The Real Threat of OER via David Wiley (@opencontent)

Publishers continue to believe that “free” is the main threat posed to their business models by OER. Perhaps that is because pricing is a threat they understand and know how to counteract. However, the core idea of openness – to generously grant others the broad range of permissions that enables them to innovate in any manner they can imagine – that is the real threat OER pose to commercial publishers. While the prices for commercial materials may eventually approach affordability, publishers are structurally unable to grant faculty the broad set of copyright permissions necessary to truly empower them. Their business models forbid it.

 The arXiv cannot replace traditional publishing without addressing the standards of research assessment [in open repositories]. via @JanvadeHe

So why has the arXiv become so important for researchers in these particular fields? Why is it that it is now more or less standard that any active researcher in these areas will deposit a close to final version of their publications in the archive? Part of it can be explained by the increasing prominence of Open Access and related developments in academic publishing. But that can only explain a small part of the success of the arXiv. The main reason of its success, in my opinion, is a specific feature of these research areas: the very long lead time between submission and publication in a journal of papers in those fields, and hence the historic prominence of “preprints” and “reports.”

The benefits of Open Access Repositories – Q & A with Professor Sonia Livingstone shares her thoughts on the LSE’s institutional repository, LSE Research Online (LSERO)

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Honest and reliable Open Access Journals in Open and Distance Education from Rob Farrow at the @OER_Hub